Transcript AutoCAD Architecture 2008: Part I: Getting Started

Chapter 4
Planning Individualized
Differentiation
Interventions For
Students with Special Needs
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2e
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Peaking at Collaborative Consultation
Getting Help and Support
Organizing structures where teachers get help for
challenging students
 Student has medical issues which trouble the
teacher
 She meets with the support team to talk
 The team meets every week with different
teachers
 They listen and all talk about needs and
strategies
 They are proactive and positive - no
complaining about students or parents!
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Schools for All Learners, 2e
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Individual Differentiation and Interventions
For Students with Learning Challenges
Understand student needs and explore strategies to
help. 6 steps:
1. Develop a profile of the strengths and needs of the student
2. Gather information that helps us understand the needs of
the student through student-centered observations, student
work, and input from parents and others
3. Articulate a theory regarding the student’s challenges and
needs
4. Identify strategies that have potential to assist the student
5. Use these strategies while collecting information and data to
see how well they are working
6. Review the information and make needed changes.
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Schools for All Learners, 2e
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Ecological Framework to
Understand Student Needs
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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Steps for Individualized Differentiation
1. Understand student profile and needs—
abilities, interests, fears, resources,
supports.
2. Analyze our classroom and lesson(s).
3. Determine problems in the student
participating and learning due to
mismatches between the student and
the environment and lesson
requirements.
4. Develop solutions — manageable
strategies to help the student participate
meaningfully, learning at his or her own
level.
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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Differentiating for an Individual Student
Learning Activity
Problem
Solution
High school history
class is to read about
the U.S. Constitution
and complete a
worksheet of
questions and
answers for
comprehension.
Student reads at
third-grade level and
can’t read the text.
She also has
difficulty writing
answers and
understanding
complex material.
Student is given
simplified material
about the
Constitution at her
reading level.
A peer buddy
summarizes key
points and explains
them. The student
works with a group
illustrating some key
points.
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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Sights to See
A Student with Autism Included
www.youtube.com/watch?v=qwBvfyVpWUc
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Schools for All Learners, 2e
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Individual Student Profile
A Tool for Thinking About a Student
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Dreams for the
student
Needs for support
and assistance
Strengths of the
student
Successes
Like and dislikes
Greatest
challenges
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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Reading
Writing
Math
Work habits
Communication
Sopial
Behavior
Motor
Other
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Identifying Student Strengths and Needs
Strengths
 What are the strengths of this student?
 How can we build on this student’s
strengths to help him deal with
problems?
Needs
 Tied to the goals the student wants to
accomplish…need for what?
 Must be separated from adult wishes
for a student to be or act in a certain
way.
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Schools for All Learners, 2e
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PROFILE FOR Jo nathan
What are dreams (for this child)
Needs For Support & Assistance
He is happy, gets a job that can support him.
He lives near us. He has many friends and has
many things he enjoys doing.
He needs encouragement when he is frust rat ed. So met imes he gets angry and
throws things. He needs help learning alternative ways to express frust rat ion.He
needs help in learning to read and write. Help him develop his abilities in art.
St rengths of t he student?
Great sense of humor. Really likes t o draw and
is good at it for his age. Good in math.
Successes?
He was recognized for his drawing abilit y in an art contest last year.
Likes? Dislikes?
Likes computers, snakes, doing hands-on
act ivit ies.Doesn’t like group activities often.
Loves t o draw and likes math and science.
Greatest challenges?
He gets frust rat ed when he does not do well. He doesnÕtknow how to deal with
conflict with other kids and either runs off or gets in a fight.
Reading
Limited. DoesnÕt ike
l to read. Feels like
he canÕtso doesnÕt.
Writ ing
Very limited. Can write his name. Does
like to tell st ories with drawn pictures.
Work Habits
Communicat ion
Most of the times he attends to work and
will turn in homework. When frustrated
he may lose materials or just not do them.
P oor verbal skills and difficult ies getting
ideas in writing.
Behavior
Motor
See comments about frust ration.
Math
Excellent math skills. Best in the class.
Social
He has two friends. Has difficulty
sometimes int eracting with kids.
Other
Clumsy some, poor at sports. Is selfconcious about t his sometimes.
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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Class Profile
A Tool for Thinking About Our Class
Meets Student Needs
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Approach to curriculum
Materials
Advance planning
Content
Physical environment and seating
Student participation
Teacher presentation / facilitation
Tests, assignments, and evaluation
Classroom climate and management
Home-school communication
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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Differentiation for an Individual Student
and Support in School Subjects
STU DENT: Sha ne
Fr e nch,Gr a de 9
Litera cy: Reading
a nd writing
works hop . Gu ided
rea ding. Read
a lou ds.
A d ele Sm ith, tea cher
Socia l s tu dies
:
Grou p p roj ects
rela ted to p overty
in com m u nity.
Ru s sell Lee, tea cher
A DA PTA TIONS
Books on sa m e
top ic a t gra d
e 3
level. Focu s on
p eriods. Sit next to
Chris top her to
m odel/ a sk
qu es tions .
Grou p a s ks him
qu es tions to dra w
into dis cu s sion.
Sha ne dra ws
p ictu re to
illu stra te is su e.
STA FF SUPPORT
(if needed)
Vis its Stu dent
Su p p ort Center
du ring s tu dy hall
to rea d orally
a nd edit s tories .
EV A LU A TIO
N
NOTES
Keep daily log on
p rogres s towa rd
goa ls .
Su p p ly Su p p ort
Room with
rea ding a bou t
top ics so ca n
s u p p ort if
needed.
A s k oral qu es tions
to test knowledge
of iss u es . Ma k
e up
ru bric for grou p
p roject.
Works with whole
cla s s, checking in
da ily. P la ns block
with tea cher.
Ma rk da te on
checklist when
goa ls a re a chieved.
Ma th:
Ma nip u la tives ,
interes t grou p s
ba sed on
cu rricu lu m goa s
l.
Sydney Bla nning,
tea cher
Working on
a ddition u s ing
rea l-life qu es tions .
U s e ca lcu la tor to
s u btra ct a nd
m u ltiply.
Mu s ic: Chora l
p rodu ction of
Fiddler on the
Roof.
Connie Bu eller,
tea cher
Lis tens to songs on
ta p e to m em oriz e.
P ra ctices with
p a rtner.
P a rticip a tion n
i
cla s s.
A rt: Stu dy
im p ress ionis t
p a intings . D o own
na tu re p a intings
.
Self-p ortra its .
Ma rj orie Sa nchez,
tea cher
Sha res work with
bu ddies in other
cla s ses. Receives
help on a rt he is
doing for s ocial
s tu dies .
Keep log of
s trengths s een.
P os itive a sp ects to
boos t m ora l. Se
lfeva lu a te p rogres s .
P hysica l edu ca tion
:
Gros s m otor
D a ily calis thenics,
develop m ent
volleyball, tea m
worked into
ru nning ra ces.
cu rricu lu m .
Coop era tive, not
Ha rvey Stott, tea cher
ind ividu al, work
s tres sed.
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
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Thera p is t p la n
s
with tea cher to
incorp ora te
goa ls . Works in
cla s s twicea
week to a ss is t.
Log of progres s
kep t by tea che
r.
A dd notes from
thera p is t in
p la nning. Selfeva lu a te p rogres s .
© 2010 Pearson Education, Inc.
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Tools for Individualized Differentiation
& Interventions (Tiers II & III)
 Collaborative
Consultation
 Making Action
Plans (MAPS)
 Curriculum
Matrix
 Daily Schedule
(with supports and
adaptations)
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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COLLABORATIVE CONS ULTATION: Sasha
Student Nam e: Sasha Levine
Birthdate:
Date :
Sch ool : Bernard Middle School
Teacher: Horton
Grade: 7th
Team mem bers: Horton, Juanita (school psychologist ), Barry (special education t eacher), Beth (social worker), Jameson (general
education t eacher), Mona (grandmot her).
Initial concern: Reading and behavioral problems
S TRENGTHS / RESOURC ES
BARRIERS / PRO BLEMS / NEEDS
When knows sheÕs being list ened to will work hard.
Easily dist racted.
Less impulsive lately.
*Textbook in social studies is too hard for her and she gets angry.
Likes hands-on activities.
*Has difficulty making friends.
Enjoys reading and learning about ast ronauts and ast ronomy.
Gets upset when someone talks about her.
Has a st rong sense of family.
*Taking medicat ions and seems to get worse when she does not
Loves animals and small children.
take them.
TARGET GOAL (s)
Help Sasha t o get materials to read in areas of her interest on her own level that are still age-appropriat e.
Help her to connect with friends and deal with anger.
Evaluate her medication dosage.
PLAN O F AC TION
W h at
Circle of friends.
Get trade books regarding
social studies and areas of
interest t o be included in the
curriculum.
New physician visit. Consider
effect of medications, whether
they are making the problem
worse.
Who
Social worker and parent help
Sasha to get a meeting after
school.
General and special education
teacher.
Grandmot her contact Dr.
Diller. Support from social
worker if needed.
W hen
Within one month.
This week. More throughout
the year. Begin having these
types of books for all students.
Within two weeks.
Assessm ent
SashaÕs self-report about her
feelings and observations of
relationships.
Record of books read.
Observations of SashaÕs
reading behavior and skills.
Whether contact was made.
Evaluate impact of changes on
behavior and initiative.
COLLABORATIVE CONSULTATION
Assistance from Peers or a Child Study Team
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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MAPS
A Student Centered Planning Process
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What is your history and
experience?
What are your dreams?
What are your nightmares?
Who are you?
What are your strengths?
What are your needs? (to reach
towards dreams)
What is the action plan?
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Fred Borden
Fresh man , Hil lsdal e High School
IEP GOALS
SCHO OL DAY
Math
Social
Studies
Physical
Education
Language
Arts
Read six books over the
semester he enjoys.
X
X
Express himself in writing and
other tools to tell using his own
life and other topics of interest.
X
X
Machin
Shop
x
Learn to use math skills to
manage of daily purchases,
bank account, and paying
bills.
X
Increase ability to express
himself orally.
X
X
X
X
X
Increase positive interactions
with peers.
X
X
X
X
X
Improve stamina by walking
two miles each week.
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Linda Schedule (M & W B lock schedule). 7th grade. McCo nnell
Middle School.
Student info: mild cereb ral pal sy; pleasan t personal ity; LD; reading and
math 5th grade.
Time
7:30
8:00
Activity
Supports & adapt ations
Come to school
World cultures
9:00
Social studies – literacy
team
10:30
Science – math team
12:00
1:00
Lunch
Physical educat ion
2:00
Technology studies
3:30
4:30
6:00
After school: Synchro
swimming club
Goes ho me
Dinner & family time
Assistance fo rm bus driver in get ting safe ly off bus.
John, a cla ssmate, w ill make a copy of his notes for her . She will
use a tape recorde r as w ell.
She will use a computer with a typing guard to do her work.
The specia l educa tion suppor t teacher , Janice , will be available for
special ass istance as needed .
Cooperative work group s on projec ts – take parts of the projec t
she can do.
None.
Once a week the physical the rapist will come and work with the
PE teacher to inc lude PT exercises in his clas s for Linda.
The c lass will exp lore var ious assistive technology devices
including ta lking sof tware as part of the curriculum . Meet w ith
special educa tion support teacher briefly before leav ing school .
Randi buddy with Linda .
8:00
School studies
10:00
Bedtime
Randi and LindaÕs parents will car pool .
John, Lisa, and Janeen will tea m study once per week. Selfmonitoring checkl ist develop ed with special educa tion support
teacher Janice .
DAILY SCHEDULE: Support and Adaptations Plan
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Individualized Differentiation for
a Fifth Grader
Arrival
Science
Gathers group
materials
Draws/ labels in
journal.
Books on tape.
Check in with
Michelle and share
backpack contents.
ｷBuddy reminds
him to sign up for
lunch
Social studies
Art
Buddy explains
directions one step
at time
Sit with buddy to
model after
Team games
Buddy Pair: build
friends and
directions
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
Works with
buddies: reading out
loud, listening
center, math
activities
Reading / Writing
workshop
Pair for research
and write 3 facts
Group act out
historical events
Draw pictures for
notes
Physical
education
Choice time.
Scaffolds writing with
lines for each word.
reads books read first
with teacher
Math
Buddy explains
directions.
Manipulatives for
concepts
Simple goals
Relationships
Support Staff
In room 40 minutes
a day
Work with his math
group
18
ｷCircle of support
ｷPeer buddies
ｷDiscuss feelings
and how to handle
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Accessing Formal Services
Developing More Intense Individualized Classroom
Interventions for Students (Tier III)
Dominant language learners
Gifted and talented
Section 504
Early intervention services
Vocational rehabilitation and community
mental health that collaborate with educators
 Special education
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Dominant Language Learners
 Assessment of difficulties with the dominant
language – formal assessment as well as input of
teachers and parents
 Referral to programs and services
 Determining need and eligibility
 Develop a support and intervention plan for
the student
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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Gifted and Talented
 Nomination or referral
 Some districts use assessment of skills
and abilities by teachers
 Assessment and eligibility determination
 Enrollment
 Planning for student support and
interventions
 Inclusive schools provide multilevel,
differentiated instruction
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Sights to See
A Middle Schooler with Severe Disabilities
www.nationaltechcenter.org/index.php/2007/03/04/aaron/
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Individualized Family
Services Plan (IFSP)
For Parents of Young Children with
Disabilities and At Risk
1. A statement of the child’s present level
of functioning
2. A description of the status and needs
of the family
3. Goals selected by the family and other
professionals collaboratively
4. Services, including frequency and
duration
5. Evaluation methods to determine
whether goals were met
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Section 504
Students with Disabilities
1. For students with disabilities who are not
eligible for special education
2. Equal access to education in the least
restrictive environment
3. Accommodations and adaptations to
support learning success
4. Collaborative consultation plan may serve
as a model for a 504 plan
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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Vocational Rehabilitation and
Community Mental Health
 Collaborative services with schools
 Similar structure as an IEP: goals, services,
evaluation
 Vocational rehabilitation: Individualized
Written Rehabilitation Plan (IWRP)
 Community Mental Health: varied names –
Individual Habilitation Plan, Individual Plan of
Service, etc.
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Bumps in the Road
No Child Left Behind
& Students with Special Needs
 Requires 100% of students pass a standardized test by 2014
 Includes all sub-groups, including dominant language learners
and students with disabilities
 No more than 2% of students with disabilities can use an
alternative assessment
 Some educators fear that having students with special needs in
their classes will pull their test scores down
 Other districts have moved towards inclusive teaching to make
sure students get the needed content
 When we use exemplary inclusive teaching practices more
students will pass the standardized test
Inclusive Teaching: The Journey Towards Effective
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Special Education
 Referral for Special Education Services
 Interdisciplinary evaluation
 Tier I supports - Collaboration between
General and Special Education
 Individualized Education Plan
 Behavioral Intervention Plan
 Individual Transition Plan (ITP)
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Referral to Special Education
Interdisciplinary Evaluation
Minimally includes
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Individualized IQ test
Standardized test of academic
achievement
Teacher reports
Parent information
Additional information from specialists as
needed
Eligibility
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Meets federal law requirements for
disability category
Educational need for services
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Who is on the IEP TEAM?
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Parents
Regular education teacher (if child is,
or may be participating in regular
education)
Special education teacher
Administrator
Evaluator
Others who have knowledge or special
expertise regarding the child
The child (when appropriate)
Inclusive Teaching: The Journey Towards Effective
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STEPS in PREPARING
for an IEP
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Identify the student’s strengths,
challenges, and needs in your
class.
Identify questions you have in
order to understand the student’s
needs and potential strategies in
greater depth.
List ideas you think might meet
student needs.
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The Individualized Education Plan
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Present level of
performance
Measurable annual
goals
Special education and
related services
Modifications for and
participation in
statewide assessments
of student achievement
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Explanation of extent to
which student will not
participate in regular
education
Date services will begin
Transition services
needed (beginning at
age 14)
How progress will be
measured and how
parents will be informed
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KEYS to Successful IEPs
Work step-by-step as a problem
solving group.
 Do not assume a particular
disability means a particular type
of service
Promote student ownership of their
IEPs
 Encourage participation at IEP
meetings
 The IEP is a tool to help a
student meet his or her goals
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Mediation, Hearings, and Appeals
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Mediation * process by which parents and
school representatives come together with a
facilitator of dialogue and discussion
Impartial Hearing * quasi-judicial meeting heard
by a court appointed hearing officer who listens
to the parents and school district information and
makes a decision
Appeal * the decision of the hearing officer may
be appealed to federal court
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In addition the IEP may contain...
A Behavior Intervention Plan (BIP)
 Students who have behavioral challenges
 Manifestation Determination Review
Multidisciplinary team reviews whether or not behavioral
issues are directly related to the disability of the student.
If behavior is related, a BIP must be developed
An Individual Transition Plan (ITP)
 Required component of IEP beginning at age 14
 Tool that establishes collaborative relationship
between the school and adult service agencies
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Back Pack
Language, Culture, and
Individualized Differentiation
Center for Research on Education, Diversity, and
Excellence (CREDE)
crede.berkeley.edu
Teacher Vision
www.teachervision.fen.com/specialeducation/resource/5347.html
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